Global Connections · SHS2 History

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.1 - Identify the European countries whose citizens sailed to the coast of Ghana.

By the end of the lesson, learners can:

Name the main European countries whose citizens sailed to the coast of Ghana, in the order they arrived (Portugal, Netherlands, Britain, Denmark, Sweden, Brandenburg/Prussia and France).
Locate the position of each European country on a current world map and describe the general route their sailors took to reach the Gold Coast.
Identify the specific landing places along the Ghanaian coast associated with each European nation (for example, Elmina for the Portuguese, Komenda for the Dutch, Christiansborg for the Danes).
Use a blank map of Ghana to mark and label the forts and castles first built by each European nation.
Arrange the arrival of the European nations in chronological sequence using a simple timeline.

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Curriculum details

Strand: Age of Encounter and Exchanges Up to the 20th Century (Strand 3)
Sub-strand: Global Connections (3.2)
Content standard: 2.3.2.CS.1 - Exhibit knowledge and understanding of the advent of European presence and activities along the coast of Ghana 2.3.2.LO.1 Recount the arrival and motives behind the Europeans exploration to the coast of Ghana detailing some of the activities they engaged in.
Indicator: 2.3.2.LI.1 - Identify the European countries whose citizens sailed to the coast of Ghana.
Suggested placement: Semester 1, Week 7 (Week 7 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 70

Exemplars (from the NaCCA curriculum)

Enquiry Routes: Which Europeans first sailed to Ghana? How did they come? Where did they land? Which other Europeans came to Ghana?
Experiential Learning:
- Using maps, learners identify European countries whose citizens sailed along the coast of Ghana.
- Learners watch documentaries on the arrival of Europeans to Ghana and discuss observations in groups. HINT: Pause intermittently to explain visuals to visually impaired learners
- Following chronological order, learners build a timeline showing the arrival of Europeans to Ghana.
Collaborative Learning:
- Working in groups, learners construct models of transport technologies ( compass, astrolabe, caravel ships, etc.) Europeans used to sail across the Atlantic.
- Using a map of Ghana, learners show the places where each of the Europeans landed.
Experiential Learning: Let learners embark on a field trip or a Virtual Field Trip (VFT) to places including Castles and Forts built by Europeans.
Teaching and Learning Resources:
- Historical map of the world
- Current map of the world (Globe)
- Pictures and video documentaries of European sailors
- Old Maps of Ghana
- A chronological chart showing the Europeans that came to Ghana
- VFTs on castles and forts
- Documentaries/ VFTs or pictures of slave markets, forts and castles.
- Internet access
- Sources on the origin of the name Gold Coast.
- Documentaries on European exploration to the coast of Ghana.
- Computers/ laptops, LCD projector/screen, video/ audio player
- Pictures of trade items exchanged between Europeans and the people of Gold Coast.
- Stationeries
Assessment (2.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.